Integrating Virtual & Physical Games

Library Instruction in a Small Academic Library

Mary BroussardLycoming College

AgendaName of the GameThe ProblemIntroduction to Game-Based LearningMy ExperiencesAre Games Right for You?Conclusion

Name of the Game

Name of the Game (1)

Name of the Game (2)

Name of the Game (3)

Name of the Game (4)

Name of the Game (5)

Name of the Game (6)

Name of the Game (7)

Name of the Game (8)

Name of the Game (9)

Name of the Game (10)

Problem Part 1: Boredom

Problem Part 2: Confusion

Problem Part 3: Frustration

Video GamesGames are mental work

Video GamesInvolve learning

how toMove characterDefeat bad guysSolve puzzlesRecover from

injuriesTap into communal

resources

Video Games

How can we use tap into this joy of learning to teach?

Game GenerationThose who grew up with video games (under

40)Deeply affected by gamesBrains programmed for

SpeedImagesMultiple tasksParallel learning

See real life as a game

College StudentsBorn when video games

were in full swingGame industry

surpassing movie and music industries

Almost all American children have “regular access” to video games, regardless of economic status

Take interactivity for granted

Prensky’s Six Elements of a Game1. Rules2. Goals/objectives

Prensky’s Six Elements of a Game1. Rules2. Goals/objectives3. Outcomes/feedback4. Interaction

Prensky’s Six Elements of a Game1. Rules2. Goals/objectives3. Outcomes/feedback4. Interaction5. Conflict/competition/challenge/opposition6. Representation or story

Fun & Play = EngagementEngagement almost

universally seen as an important part of effective learning

We are biologically built to learn through play (watch young children)

Studies show that when we are having a good time, we are more alert and our memory is stimulated

Phase 1

Phase 2

Secret Agents in the LibraryImportance of story

Changes from “activity” to “game”Excites emotional engagement

Students as secret agent rookiesIntruder in “information mainframe” (a.k.a.

library)Must find resources and protect their secrets

Secret Agents in the LibraryIntegrating real-world

interactionStudents given title, then

must findCode placed in bookCouldn’t continue with game

w/o codeStudents must find print

journalImportant to effectiveness of

game

Secret Agents in the LibraryTeams’ final scores posted in front of roomCreated friendly competitionAdded to student engagementNo other reward offered except pride

Secret Agents in the LibraryEntirely active

learningStudents taught

each otherComputer served as

“home base” and focused students’ attention on one task at a time

Secret Agents in the LibraryBiggest problem:

databasesResults always

changingOften results not

consistentASU’s Quarantined

AssessmentHumming James

Bond theme songHolding hand like a

gun“Stop spying on us!”Classroom response

software (clickers)

Sample Review QuestionWhat is one indication that a journal is

scholarly?

A. Many colorful picturesB. Written by a journalistC. Presence of a bibliography

Responses to review questionsQuestio

nGroup 1 Group 2 Group 3 Total Ave.

1 88% 75% 84% 82%

2 100% 100% 93% 98%

3 81% 100% 93% 91%

4 94% 100% 93% 96%

5 94% 85% 60% 80%

6 94% 75% 80% 83%

7 100% 100% 93% 98%

8 94% 100% 100% 98%

9 100% 100% 93% 98%

Was this a fun way to learn about the library?

Answer Group 1 Group 2 Group 3 Total Ave.

Yes 75% 62% 53% 63%

No 25% 38% 47% 37%

Phase 3

NextMore animations,

humor, & real-world interaction

Get reference librarian at desk involved

Plagiarism gameRaider of the Lost

JournalAssessmentBig Games

Are Games Right for You?Don’t be intimidated

by large schools’ projects… most aren’t doing it right anyway

Getting StartedDON’T need lots of money or a professional

programmerDO need software like Flash, and books like

Flash for Dummies and Beginning Flash Game for Dummies

TipsLook for high ROIStart small and

build on experience and student feedback

Plan before you build

Don’t be afraid of silly

Get student inputTEST, TEST, TEST

Doesn’t Have to be on ComputerGreg Trefry’s

presentation on Big Games

Eli Neiburger of the Ann Arbor District Library

Games that Teach by Steve Sugar

New York City’s Come Out & Play festival

How Can You Use Games?InstructionTutorialsMarketing/

Outreach

I’m Generous!Contact me at any

time for files or questions

Giving creditSharing your

ideas

ConclusionA spoonful of

sugar helps the medicine go down

Slides and resources posted online

My GamesAdventures in Library Research:

http://www.lycoming.edu/library/instruction/game.html

It’s Alive: http://www.lycoming.edu/library/instruction/itsalive.html

Secret Agent in the Library: http://www.lycoming.edu/library/instruction/secretagent.html

Plagiarism Game (in development): http://www.lycoming.edu/library/instruction/plagiarismgame.html

Other Games to TryDream ChroniclesEscape games, like Escape Artist at

http://www.addictinggames.com/escapeartist.html

Water Busters at http://www2.seattle.gov/util/waterbusters/

Carnegie Mellon’s library games (though I think you have to have Flash on your computer to play them): http://www.library.cmu.edu/Libraries/etc/

Suggested Reading, Part 1SUGGESTED READINGBeck, J.C. & Wade, M. (2004). Got Game? How the Gamer

Generation is Reshaping Business Forever. Boston: Harvard Business School Press.

Broussard, M. Spoonful of Sugar: Instructional Games in Libraries http://gamesinlibraries.blogspot.com/

Finkelstein, E. & Leete, G. (2006). Macromedia Flash 8 For Dummies. Hoboken, NJ: Wiley.

Gee, J.P. (2003). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.

Harris, A. (2006). Beginning Flash Game Programming for Dummies. Hoboken, NJ: Wiley.

Neiburger, E. (2008). Broadening Our Definition of Gaming: Big Games. Library Technology Reports, 44(3), 12-16. 

Suggested Reading, Part 2Prensky, M. (2001). Digital Game-Based Learning. New

York: McGraw-Hill.Sugar, S. (1998). Games that Teach: experiential activities

for reinforcing learning. San Francisco: Jossey-Bass/Pfeiffer.

Trefry, G. (2007). Big fun, big learning: Transforming the world through play. Presentation at ALA TechSource. http://gaming.techsource.ala.org/index.php/Big_Fun%2C_Big_Learning:_Transforming_the_World_through_Play

Ward, D. (2007). Up, up, down, down, left, right, left, right, a, b, select, start: Learning from games and gamers in library 2.0. In N. Courtney (Ed.), Library 2.0 and beyond: Innovative technologies and tomorrow’s user (pp. 105-118). Westport, CT: Libraries Unlimited.

Questions?

Mary Broussard570-321-4068

broussm@lycoming.edu